ERIC Number: EJ1026575
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children
Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.
Early Education and Development, v25 n1 p56-70 2014
Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments. Practice or Policy: Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement.
Descriptors: Play, Recess Breaks, Preschool Children, Self Control, Physical Activity Level, Correlation, Reading Achievement, Mathematics Achievement, Scores, Hypothesis Testing, Measurement Equipment, Emergent Literacy, Age Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Woodcock Johnson Psycho Educational Battery